2. Example Character stories (A2 – B2)
Phase A: Intro
• Handout sample CV.
Students read, name criteria, collect criteria
• Handout style sheet for CV
• Students fill biographical data into style sheet
(including pictures).
• Students present: My name is… years old … born in …
• Students may ask about the character
Phase B: Creative Writing I
• Students write a story about the character
• Students listen to the stories /give a feedback
Phase C: Creative Writing II
• Two / three students write a story in which
all characters are involved
• Stories are read out
• Students give feedback on the stories
(content, structure …)
• Students publish stories
• Students give comments to teacher
3. Overview of Examples
• A1 Introducing classroom phrases
• A1 I can do ... My hands
• A1-B2 I can do ...My family
• A2-B1 London Sights
• A2 - B2 Character stories
• A2-C1 Emotions Option II
• B1-B2 Emotions Option I
• A2-B2 Do we still need books in times of modern
media?
5. Specific Methods: Example
Phase A Intro
• Students & teacher in a circle, card with an emotion
• Teacher starts acting out any sentence
• Students guess underlying emotion, act out feelings
• other students are guessing
Phase B: Applying the first phase results to other forms
• Students in pairs prepare, practise reading and acting out
Phase C: Presenting a scene
• Students act out and / or role-read their scene
• Other Students listen and comment
Phase D: Collecting the results of the discussion
Phase C: Writing an interpretation
• Students write an interpretation & give a feedback
7. Attractive Material: Example
Phase A: Welcome students
• Overview /photos (London), class describes
• New words on the board
Phase B: Groups working on sights
• Distribute different worksheets
• Group members of each group get different tasks
• Groups read texts, prepare presentation
Phase C: Groups present
• Collect information, find the sights on a map, copy into books
Phase D: Writing
• Students choose another sights, write e-mails, read e-mails
Phase E: Feedback
• Students draw a feedback card
9. Activating Lessons: Example
Phase A: Drawing
• Students draw the contour / silhouette of their hands
• Students fill out contours with” What nice things have you done with
your hands today? “ (drawings)
Phase B: Guessing & explaining
• Students guess which hand belongs whom
• Student describes
Phase C: Questions about similarities and differences
• How did you notice that it is X or Y’s hands?, why they added things to
their hands (like e.g. scars, rings, …), Students explain the reason
Phase D: Writing
• Students write what they did with their hands, show & explain movements
Phase E: Teacher puts up drawings on the classroom wall
11. Qualifications:
• Students: I can:
• tell my classmates about my family, stories
about my family, … describe activities of my
hands, …guess which hand fits to which
description of activities, …ask questions
correctly, …describe the features of hands
13. Strategies & Techniques:
Phase A: Teacher welcomes class
• Teacher introduces several classroom phrases and tells the students to act
them out (e.g.: stand up, please, sit down, ….)
• Teacher pronounces, students repeat
Phase B: In a circle: Teacher shows cards with phrases, class repeats
• Students give order to classmates, who have to act out
Phase C: Simple Simon Says
• Teacher starts, then introduces other activity verbs
• Students apply these activity verbs in the game.
Phase D: Results
• Teacher puts cards on the board
• Students copy into their exercise books
14. Under Construction
• My Intercultural Exchange File
• Podcasts on Australia
• Portfolio work
• Presentations
• Jigsaw lesson
